Postsecondary Online Instructor Self-Efficacy Scale (Draft) This questionnaire is designed to help get a better understanding of the kinds

of tasks and skills that may be a challenge for post-secondary online instructors in their efforts to facilitate online learning. Please rate how certain you are that you can do the things discussed below by selecting the appropriate number. Rate your degree of confidence by recording a number from 1 to 4 using the following scale: 1 = no confidence 2 = somewhat confident 3 = confident most of the time 4 = completely confident

Efficacy to Use Technology

Confidence Rating

Prepare an assigned section of a course. Create new course items (e.g. discussion boards, assignments, exams). Use course grade book tools (e.g. set-up grade book, enter grades, provide grading feedback, etc.). Post links to multi-media sources (e.g. videos, websites, interactive lessons). Respond to student inquiries using course messaging system. Provide assistance to students experiencing technical problems with course site. Hold online office hours using synchronous (real time) tools (e.g. class chat room, Class Live Pro/Collaborate, etc.). Edit online course materials. Use course management system dashboard tools to support student learning (e.g. early warning system, time spent in course items, etc.) Design a new section of a course.

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Instructional Self-Efficacy
Create a collaborative learning environment. Provide guidance to students who post incorrect information in course activities. Create a knowledge -centered learning environment. Use a variety of assessments to measure student learning. Identify students who are struggling with course content (e.g. course content as demonstrated in discussion posts, assignments, papers, or exams). _____ _____ _____ ______

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Help students who are struggling with understanding course content. (e.g. course content as demonstrated in discussion posts, assignments, papers, or exams). Provide students with timely responses to course messages/emails (e.g. within 48 hours). Use grading rubrics for course assignments (e.g. discussion boards, papers, exams). Provide online communication or "netiquette" guidelines. Manage disruptive students (e.g. in discussion posts, synchronous sessions, collaborative work). Develop and implement online course materials in accordance with ADA requirements. Identify issues of student integrity (e.g. plagiarism and student authenticity). Educate students on correct use of source information to help prevent student plagiarism.

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Efficacy to Engage Students in Learning

Encourage students to explore new concepts. Create low-risk course activities in which students can interact with each other with no impact to course grade (e.g. ice breaker questions, introductions, etc.). Create a variety of ways for students to interact with course content. Motivate students to want to learn the course material. Help students interact with each other in discussions. Create sense of belonging for students in an online course. Establish a "social presence" of yourself in an online classroom for students to relate to you (e.g. making yourself a "real person", use profiles and profile pictures, etc.). Get students excited about learning course topic. Keep students on task throughout semester. Motivate students to complete course work. Keep students motivated when learning difficult course concepts. _____

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